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Utilization, Misuse, and Development of Human Resources in the Early West Indian Colonies

By M.K. Bacchus
Subjects History, Education
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Paperback : 9780889209824, 432 pages, June 1990
Ebook (PDF) : 9780889208896, 432 pages, January 2006

Table of contents

Table of Contents for Utilization, Misuse, and Development of Human Resources in the Early West Indian Colonies, by M. Kazim Bacchus
Figure 1: Map of the West Indies
Chapter 1: Early West Indian Society and Education References
Chapter 2: Early English Settlements References
Chapter 3: From Tobacco to Sugar Cane: Educated Manpower and the White Population References
Chapter 4: From Tobacco to Sugar Cane: Educated Manpower and the Non-White Population References
Chapter 5: Educational Provisions for the Whites References
Chapter 6: Educational Provisions for the Non-Whites References
Chapter 7: The Missionaries' Educational Activities References
Chapter 8: Education Just Prior to Emancipation References
Chapter 9: Educational Provisions After Emancipation References
Chapter 10: Post-Emancipation Primary School Curriculum References
Chapter 11: Teachers and Their Preparation Prior to 1845 References
Chapter 12: Discontinuation of the Negro Education Grant References
Chapter 13: Education: An Instrument for Social Reproduction or for Change? References


This comprehensive study of the development of education in the West Indies between 1492 and 1854 examines the shifts which occurred within the nature of the education programs provided for the masses. Believing existing theories of educational change are too limiting, Bacchus has blended detailed analysis of such important factors as the changing role of the state, the conflicting educational objectives among the “dominant” groups, and their differences with the missionary societies providing popular education to better understand how these changes came about. He attributes greater importance to the role of the masses, who increasingly asserted their views about the type of education they wanted for their children. The book demonstrates how instructional programs developed in the West Indies not as the result of a rational curriculum development process but, rather, through a series of compromises made to accommodate the views of various influential groups. Education and curriculum evolved by way of a show, yet constant, changing dialectical process.
Such an insightful work will arouse the interest of scholars and students of educational development, particularly those studying the West Indies.